“Learning to Listen-up”

Product Report

Presented by

Listen-up, MC Consulting

Authors:

Jessica Connell

Molly McNamara

Randi Shedlosky

Contents

Topic Page

Introduction 2

Overview 2

Benefits 2

Market Potential 4

Potential Clients 4

Selling Strategy 5

Training Program Outline 6

Overall Training Objectives 6

Modules 7

Training Evaluation 13

Conclusion 13

Bibliography 14

Appendices 16

Introduction

Overview

What do all human beings do every day of their lives? What one simple skill can improve the quality of life? What one training program does every organization need? The answer to all of the questions is listening. No matter whom the person or the organization, no matter the title or position, no matter when or where listening plays a vital role in life; there is no escape from it. All organizations, all people, need better effective listening skills; possession of these skills hold many possibilities and benefits. “Learning to Listen-up,” presented by Listen-up of MC Consulting, is a training program for organizations ready to receive all of the benefits of better listening. In this overview of the program, it will be made clear the potential market for this program, the benefits organizations will receive from using the program, and the ease of selling the program to potential cliental. Additionally, the training program outline and individual modules will be highlighted, and the training evaluation process will be explained.

The entire training program will take place during the duration of a seven-hour day. The first module will begin at 9:00am. There will be mini breaks in-between some modules and a lunch break at 12:00pm until 1:00 pm. The program should conclude by 4:00pm.

The program will begin by looking at the difference between hearing a message and listening to a message. Both hearing and listening will be formally defined and discussed, as well as how listening is more developed and active of a skill. The next point will discuss a list of effective listening skills; these skills will not only be covered by discussed at length. Trainees will learn how and why these skills make better effective listeners.

Once basic skills have been covered, the program will look into more detailed issues of listening. First will be various styles of listening. The styles will be described and trainees, along with the guidance of the trainers, will decide in what situations certain styles may be more appropriate or more successful. Next will be the barriers of listening; trainees will learn what stands in their way of being effective listeners. Knowing and understanding these barriers will help trainees recognize and eradicate them in their listening activities. The program will conclude with an extensive review session, final questions, and trainees’ feedback.

Benefits of Training

Just as the market potential is far-reaching, so are the benefits of the effective listening training program. Susan Trivers, a business consultant, lists off just a few of the benefits: “Effective listening will help meet goals, lower stress levels, and improve relationships with colleagues, staff, even family, and friends.” (2002). Specifically the benefits described here are geared towards the prototype audience of resident assistances (RAs) and head residents (HRs) of colleges and universities, to be used in addition to regular resident staff training, but they are applicable to any and all organizations. The benefits depicted are based on research done by communication researchers, psychologists, and business consultants.

Research shows that communication, specifically listening, is the key to resolving and avoiding conflicts. Dr James O’Rourke, IV asserts, “Effective listeners often experience less head-on collisions at home and in the workplace, and also deal better with conflicts that do arise.” (n.d.). For RAs and HRs better listening prepares them to assess and deal with resident conflicts. Also, if RAs and HRs are better listeners, residents will feel more comfortable approaching them with problems before the problem becomes out-of-hand. Less conflicts and better conflict resolution will produce happier residents.

The next gain will come from improved transmission of information and ideas. RAs and HRs trained in effective listening will be able to better accept suggestions, concerns, and criticism of residents and will better react to this information. Also, RAs and HRs will better be able to understand the needs of the residents, and therefore will be able to better fulfill and meet the needs of the residents. As Dr Larry Alan Nadig explains, “When we listen effectively we understand what the person is thinking and/or feeling…” (2002). Residents who feel their needs are met will be happier than their counterparts who are unsatisfied with their living environment. As well as being better receivers of information, effective listening may even make RAs and HRs better at dispensing information and ideas; in a study done by Stephen Castleberry and David Shepherd on effective interpersonal listening and personal selling, they found effective listening is related to better sales performance (1993). It is likely that this means effective listeners have an edge in persuasion, and RAs and HRs with effective listening training could sway residents’ negative attitudes to match better, more positive attitudes towards resident life. The research is also an excellent demonstration of how not only these chosen prototype trainees can benefit, but sales-oriented organizations, or even non-sales-oriented organizations, can earn these benefits through training.

Besides conflict resolution and transmission of information, better listening will lead to better relationships. RAs and HRs will create better relationships with their residents if they are better able to listen to them. Research has indicated that people are attracted to good listeners, so residents will be more attracted to their RAs and HRs and will perceive them as friendlier, if their RAs and HRs have been through effective listening training. These better relationships will foster happier residents.

The past three benefits have led to happier residents, but what does happier residents mean for colleges and universities? Happier residents, or students, lead to a better image for the school. They will be less likely to transfer or dropout, they will be more likely to participate in extracurricular activities, and they will perform better in their academic pursuits. Not only will a better image look good to prospective students, but happier students will be more likely to give good references on behalf of the school to their younger siblings and friends, who are potential students. In the long term, alumni who have had a positive experience at their college or university will be more likely to donate money or send their children to the school.

A better image is not only related to happier students, but also successful students. A study by Scott Johnson and Curt Bechler determined emergent leaders demonstrate effective listening skills more often (1998). It is possible that not only are organizations increasing their potential for better relationships, better morale, and better productivity, but also better leaders within the organization as well. If RAs and HRs have been trained in listening, they will not only produce almost immediate benefits for the college, but they will eventually make better employees for future employers. They will be more likely to receive promotions, and when alumni do well, it reflects well upon the college or university from which they graduated.

These benefits are far extending, and not only hold profitability for the individual trainees, but also the organizations in which these trainees interact. As mentioned earlier, the benefits described were geared for the college and university settings, but can be applied to any organization. It is clear to anyone that fewer conflicts, better transmission of ideas, and better relationships are desired in any organization. “This skill is central to any ‘client-focused’ [organization],” describes Diane M. Eade, president and founder of Advanced Leadership Group, “Conversations become easier and more enjoyable, closing any sale becomes simpler, time is saved, and relationships are improved through effective listening,” (1998). In some cases, happier employees, or whoever the trainee is defined as, will not only lead to a better image, but more profits all around, for if these people are happy it will reflect in their work; it will reflect in lower turnover rates; it will reflect in the bank.

Market Potential

Potential Clients

“Effective listening is not a new subject. It has been investigated for many years; however it is still a major problem in [organizations],”; This quote by Mary Alice Griffin of Valdosta State University illustrates simply how large the potential clients market for an effective listening program is; there are no organizations that can say they do not need this program (1998). In addition, “Learning to Listen-up” is flexible enough to meet the needs of this vast audience waiting to be taught. Specifically, potential clients can be summed-up in these categories: businesses, non-profit organizations, and educational institutions.

Businesses include many sub-categories, which cannot possibly be fully discussed in this overview. The largest field in businesses can be entitled retail; there are managers, sales associates, administration, and clerical workers here which would benefit from effective listening training. Similar to the retail industry are the industries of food and tourism, including hotels and motels. These fields employee numerous people who can profit from effective listening: wait staff, kitchen staff, desk supervisors, housekeeping staff, and managers to name a few. Sports are yet another sub-field within business, where coaches, players, doctors, therapists, publicists, announcers, and administration can gain from better listening. Finally, there are hospitals and other health service-oriented businesses who employee doctors, nurses, dentists, counselors, clerical workers, and an array of other positions, all of whom could benefit from a training program on effective listening.

For the second category of clients there are non-profit organizations. To name a few more specific organizations in this field there are service clubs, Greek organizations, churches and other religious groups, and hotlines/help lines. Like the other two cliental categories, non-profit organizations possess a plethora of possibilities of those who could profit from effective listening. For example, these organizations often have officers, organizers, and volunteers, all who are also potential trainees.

Within the field of educational institutions there exist colleges and universities, as well as primary and secondary schools. These organizations may choose to use effective listening training for professors/teachers, administration, housing staff, counselors, or even students. For the prototype program, the trainees will be chosen from this category; the program will be designed specifically for resident assistant and head resident training on college and university campuses. Resident staff on college campuses already go through training every summer; “Learning to Listen-up would be an additional training day for them. There are 92 four-year colleges and universities in Illinois and Iowa. At the small school of Monmouth College, with approximately 1,100 students, there are around 45 resident assistants and head residents available to train; this is not including extra resident staff who may be taking position half way through the school year. Despite the focus of the prototype program, the training can easily be geared to any other potential cliental with little work in adaptation.

It is easy to see that the potential client market is nearly infinite. “There is not anyone not affected by listening-good or bad,” claims Dr James O’Rourke, IV, of Fanning Center for Business Communication (n.d.). The descriptions above scratched the general surface; within an organization the program can be tailored to meet the specific needs of the exact trainees and culture of that organization. The program is universal yet designed to be flexible for any and every potential client.

Selling Strategy

Because of the universality of the training program’s subject matter and the extensive list of benefits to gain from the program, “Learning to Listen-up” virtually sells itself. The best approach to selling the program will entail the rational method; this method is similar to the central route of the elaborated likelihood model, which emphasizes evidence, counter-arguments, and value/motive consistency. Relating to this specific sales campaign, this means “Learning to Listen-up” can be sold on the basis of its merits.

The first step in this process will be encouraging or enforcing the belief that listening is a crucial skill, necessary for the success in any organization, including that of the potential buyer. In detail this will include focusing the benefits of the training program toward the organization’s specific goals and individual culture so the message is more vivid; this can be done in a matter in minute language adaptations.

The next step, following the rational model, stresses connecting to values and motives. The organization needs to understand that their value of success, whether defined as financial, interpersonal, advancement, or otherwise, can be satisfied through this training program. If the organization is motivated to achieve its goals and to meet its potential or even exceed its potential, “Learning to Listen-up” fulfills this. By explaining how the training program, along with MC Consulting’s philosophy, is consistent with the organization’s values and motives, a savvy organization will be convinced to invest in “Learning to Listen-up”.

Meeting the organizations beliefs, values, and motives will encourage a positive attitude towards the training program. Along with the incentive of achieving great profits in both the short and long-term this positive attitude will translate into the desired behavior: buying “Learning to Listen-up”. Based on the flexibility of this program and the straightforwardness of its selling strategy it could by far be the most effortless training program MC Consulting will ever sell.

Training Program Outline

Overall Training Objectives

Just as organizations have their own personal objectives when looking into buying a training program, “Learning to Listen-up” also has objectives for its trainees. These seven objectives cover comprehension and understanding of the material, as well as accurate performance of the skill.

· Trainees will be able to understand and explain, in their own words, the difference between hearing a message and listening to a message.

· Second, trainees will be able to identify skills related to effective listening.

· In addition they will be able to apply these skills to better be able to recall and reiterate, in their own words, messages with a high rate of effectiveness and accuracy.

· Looking at the details of listening, trainees will be able to identify various types of listening and assigned these different styles to their appropriate situations.

· In practice, trainees will be able to skillfully demonstrate this knowledge by using the best-suited style for various situations they may be in.

· Also trainees will be able to describe and discuss the barriers of effective listening, as well as overcome these barriers within their own listening experience.

These seven objectives cover the basic knowledge and skills required for effective listening. Following training, trainees will be able to achieve all of the afore mentioned tasks both during testing of their knowledge and skills and in their everyday activities.

The individual modules of the training program are designed to follow these main objectives and include more detailed objectives of their own. The first module introduces listening and looks at the idea of hearing versus listening. Then the trainees move onto the basic skills of effective listeners. From there the training program includes a module on styles of listening, followed by the barriers of effective listening. Finally, to conclude the session, the trainees review what they learned, as well as offer feedback to the trainers.

Throughout the modules there are activities to practice listening, lectures, and discussion groups. The lectures and discussion groups themselves serve an indirect purpose of additional listening practice. With a range of opportunities for trainees to be active comes a range of possibilities for trainers to reinforce the learning process and encourage trainees to go further.

Modules

Module 1: Listening-The Who, When, Where, and Why (The Four W’s)

• Description: Trainees will be given the agenda for the training program (Appendix A), as well as a guide, in which they can take notes during training (Appendix B). The training program will begin with a getting-to-know-you activity, and then begin some introductory work on listening. Trainees will investigate the importance and relevance of listening. They will also learn the difference between hearing and listening.
  
  
• Objectives:
  
  

1. Trainees will introduce themselves and meet fellow trainees.
2. Trainees will be able to describe the four W’s of listening.
3. Trainees will understand the importance of effective listening in their lives through their comprehension of the four W’s.
4. Trainees will be able to understand and explain, in their own words, the difference between hearing and listening.
   
   
• Training Techniques/Methods:
  
  
1. Introduction: A brief introduction of Listen-up and MC Consulting.
2. Meet n’ Greet: The purpose of this icebreaker is to help trainees and trainers get acquainted and to help them discover common backgrounds and interests; this is working to meet Objective 1. Appendix C
3. Agenda Review: Before getting further in the program, the trainers and trainees will preview the agenda and overview the training guide, and the trainers will outline the objectives and activities for the first module.
4. Group Work Primer: Trainees will be given a note card with three words (“cues”) on it. The words will come from the following categories: colors, animals, and countries. These words will assist in grouping trainees as the training program progresses. For the first group activity, trainees with the same color will be in the same group; for the second activity, trainees with the same animals will be in the same group; and finally, for the third activity, trainees will get together with other trainees who have the same country on their cards. The purpose of this group-assignment is to mix trainees up so they are not compelled to be in groups with people they are already familiar with. The method, used throughout the training program is to reinforce the first objective of this module.
5. Discussion Groups: Trainees will get in groups of 4-6 based on their color cue (from the index card) and answer the following questions:
• Who needs to listen?
• When do they need to listen?
• Where do they need to listen?
• Why do they need to listen?

The purpose of this discussion, and the following, will be to get trainees to generate their ideas of the four W’s of listening: who, when, where, and why (Objective 2).

6. Conclusions of Groups Discussion: Everyone will come back together and share what they learned within their groups; conclusions will be drawn on the overall input from the groups. Ideas will be written on a flip chart and the sheet will be taped on a wall in the room for trainees to later refer to. This follow-up portion of the discussion groups will work to develop Objective 2 further and fulfill Objective 3.
7. Hearing vs. Listening: Trainees will be posed with the question, “What is the difference between hearing a message and listening to a message?” The answers will be the basis a discussion/lecture, detailing how listening is more advanced and involves more participation than mere listening; in addition, trainers will begin to develop for the trainees the difference between basic listening and effective listening. This discussion/lecture focuses on Objective 4.
8. Questions: Trainees will be encouraged to ask questions or ask for clarification before a short review. This is also a time for the trainers to begin a preliminary evaluation of the training program.
9. Quickie Review: The goal of this activity is to provide immediate review and to improve upon retention and learning skills of the trainees. This is also to further the evaluation of the training program. Appendix D

Module 2: Gaining the Skills

• Description: After a short break, trainees will begin learning the basic skills required of effective listeners, as detailed in the objectives. They will go over, in detail, how to perform each skill appropriately to achieve effective listening, and then discuss how these skills are apparent in their personal lives. Along with the learning and discussing the skills, trainees will practice them in various scenarios.
  
  
• Objectives:
  
  

1. Trainees will maintain attention as demonstrated through eye contact with the sender of the message and center their complete concentration.
2. Trainees will develop a personal motivation to listen to any message.
3. Trainees will meticulously focus on the content of the message and be able to listen actively for main ideas and crucial details.
4. Trainees will keep an open-mind and not focus on mentally arguing with a message.
5. Trainees will relate information in messages to their own personal experiences and/or knowledge to develop a better understanding.
6. Trainees will seek clarification, especially on main points, through questions and paraphrasing.
   
   

• Training Techniques/Methods:
  
  

1. Agenda Review: The trainers and trainees will briefly review the agenda, and the trainers will outline the objectives and activities for the second module.

2. Role Playing: Trainees get into groups based on their animal cue (from the index card) and members from each group will volunteer to act out situations of good and poor listening skills, based on their current beliefs, knowledge, and experiences. This will be video-taped and used as a reference later in the program, as well as a gauge for trainers to measure the present knowledge and understanding of the trainees regarding listening.

3. Introduction to the Skills: In a lecture-style, trainers will outline basic skills of effective listening: maintaining attention and focus on the communicator, developing personal motivation for listening to the message, attending to content of the message, keeping an open-mind/ avoiding mental arguments, relating the message to personal experiences or knowledge, and seeking clarification. Each skill will be explained and illustrated through a brief example. This activity is the beginning of achieving all of the objectives.

4. Reflection: Trainees will look back at the skits acted out earlier in the module, demonstrating their pre-training views of good and poor listening. Trainees, with the assistance and guidance of the trainers, will apply their newly acquired knowledge to those skits. In addition, they will discuss personal and on-the-job experiences that demonstrate the presence or absence of the effective listening skills. Again, this activity focuses on all objectives.

5. Communication Quickies: The intention of this activity is to stimulate trainees to listen carefully and follow directions (Objective 3). Appendix E

6. Listening With Interest: The objective of this activity is to show trainees that listening can be improved when one’s interest is induced and to further illustrate that it unfortunately is common for people to listen at a relatively low level of efficiency on matters of little or no interest. This focuses on Objective 2 and 5. Appendix F

7. The I’s Have It: This activity aims to show trainees how people tend to be more self-centered than they like to believe and to demonstrate the importance of focusing on the other person. This exercise touches on Objectives 1-5. Appendix G

8. Questions: Trainees will be encouraged to ask questions or ask for clarification before a short review. This is also a time for the trainers to continue the preliminary evaluation of the training program.

9. Hangman: This is a simple exercise to allow trainees to review and improve upon retention of knowledge. This is also to further the evaluation of the training program. Appendix H

Module 3: Listening with Style

• Description: Following the lunch break, trainees will come back to investigate various styles of listening, how they differ, and in what situations each is most appropriate. They will practice each style by applying them to scenarios that they design, in order to enforce the relevance of understanding styles.
  
  
• Objectives:

1. Trainees will understand the term “active listening” and be able to use it effectively within their conversations

2. Trainees will be able to interpret and use empathetic language in their everyday encounters.

3. Trainees will understand the value of listening and interpreting the information that they are presented with.

4. Trainees will understand evaluative listening, develop a concept of “you” language and learn how to avoid conflict within the language barrier.

5. Trainees will learn how to effectively interpret discerning language and how to respond to it.

6. Trainees will be able to listen to other individuals without passing judgment on to individuals throughout the conversation.

7. Trainees will review the difference between hearing and listening and develop proper skills to know when and how to properly use them both.

• Training Techniques/Methods:
  
  

1. Agenda Review: The trainers and trainees will briefly review the agenda, and the trainers will outline the objectives and activities for the third module.
2. Listening Skills Drawings: This exercise demonstrates active listening, interpreting language, and the importance of listening to directions (Objective 1, 3, and 5). Trainees can pair up with whomever they choose. Appendix I
3. Introduction to the Styles: In a lecture presentation, the styles (active, empathetic, evaluative, non-judgmental) will be introduced and explained. Trainees will learn the premise of each style and will begin to see what styles would be best suited for different situations. This activity is geared toward achieving all of the objectives.
4. Reflection: After having been introduced to the styles, trainees will briefly discuss what went wrong during the Listening Skills Drawings activity. They will be given another chance to practice the exercise; this reflection again touches on Objective 1, 3, and 5.
5. Empathetic Listening: This activity will help the trainees develop skills of empathy in communication by active and effective listening (Objective 1, 2, 3, 5, and 6). Appendix J
6. Reflection: Trainees will look back at the skits acted out in the beginning of the second module, demonstrating their pre-training views of good and poor listening. Trainees, with the assistance and guidance of the trainers, will apply their newly acquired knowledge to those skits, to investigate whether or not any particular style was used or should have been used. In addition, they will discuss personal and on-the-job experiences that demonstrate the use of the various styles and whether or not the style was appropriate at the time (Objective 1-7).
7. Role Playing Primer: Trainees will get in groups of 4-6 based on their country cue (from the index card) and discuss scenarios or situations that lend themselves to specific styles.
8. Role Playing: In the same groups (group cues), trainees will be given a style and 2 or 3 members of each team will act out a situation that they feel is appropriate to that style. Following each team’s turn, the entire group will offer comments. These comments will be written collectively on the flip chart and taped up on the wall for later reference (Objective 1-7).
9. Questions: Trainees will be encouraged to ask questions or ask for clarification before a short review. This is also a time for the trainers to continue the preliminary evaluation of the training program.
10. Word Search: This is a simple exercise to allow trainees to review and improve upon retention of knowledge. This is also to further the evaluation of the training program. Appendix K

Module 4: Breaking Barriers of Listening

• Description: Trainees will shift focuses onto the negatives surrounding effective listening: barriers. To apply their skills and knowledge of styles, trainees must discover the obstacles that stand in their way and learn how to attack these barriers and avoid them in the future.
  
  
• Objectives:

1. Trainees will be able to recognize and understand the concept of monopolizing and be aware of doing it themselves or when others do it and take steps to overcome it.

2. Trainees will be able to recognize and understand the concepts of pseudo listening and selective listening and be aware of and able to remove both in their interactions.

3. Trainees will be able to recognize forms of defensive listening involving personal attacks, criticism or hostile undertones, and will be able to take steps to reduce their effects.

4. Trainees will be able to recognize signs of ambushing and will be able to prevent doing it themselves and reduce the effects others doing it in interactions.

5. Trainees will be able to understand literal listening and will be able to demonstrate the behavior.

6. Trainees will be able to recognize and understand the external and internal obstacles of effective listening and be knowledgeable of ways to decrease their impact on listening.

• Training Techniques/Methods:
  
  

1. Agenda Review: The trainers and trainees will briefly review the agenda, and the trainers will outline the objectives and activities for the fourth module.
2. Willing Self to Listen: Can You?: This activity is meant to help trainees realize the difficulty of listening to messages. Appendix L
3. Introduction to the Barriers: Instead of another lecture-presentation, trainees will be responsible for explaining the barriers. They will be posed with the question: “What gets in the way when you want to listen or when you want others to listen to you?” Trainer will write down all of the suggestions, and with the guidance trainees, collect the suggestions into overall concepts, producing a list, created by the trainees, of effective listening barriers. These notes, written on a flip chart, will be displayed in the training room with the other group notes taken during the presentation. This activity focuses on all of the objectives.
4. Reflection: Trainees will look back at the skits acted out in the second module, demonstrating their pre-training views of good and poor listening. Trainees, with the assistance and guidance of the trainers, will apply their newly acquired knowledge to those skits. In addition, they will discuss personal and on-the-job experiences that demonstrate the presence or absence of the barriers, and how they responded to them.
5. Remembering Skills: Trainees will look back at the games played during the Skills Module (Module 2) and Styles Module (Module 3). They will discuss and relate how barriers played a role as well as skills during the activities.
6. Questions: Trainees will be encouraged to ask questions or ask for clarification before a short review. This is also a time for the trainers to continue the preliminary evaluation of the training program.
7. Quickie Review: The goal of this activity is to provide immediate review and to improve upon retention and learning skills of the trainees. This is also to further the evaluation of the training program. Appendix D

Module 5: Putting it All Together

• Description: A final short module will serve the purpose of creating closure. Trainees will focus on remembering the material they covered, applying the material, and the importance of the material.
• Objectives:

1. Trainees will review the concepts they have learned and be able to reiterate these ideas in their own words.
2. Trainees will be able to demonstrate the behaviors associated with the concepts though role-playing situations or other.
3. Trainees will give immediate feedback on the training program.

• Training Techniques/Methods:

1. Jeopardy: To finalize their training, trainees will play a game to review the program material in a fun manner, with small prizes. This will be done in teams based on the animal cues on the index cards. Similar to the prior review activities, trainers will use this as a method of evaluation of the training program as a whole. A list of questions can be found in Appendix M.
2. Final Reflection: Trainees will once again look at the skills, styles, and barriers surrounding effective listening, and using the notes left around the room during the training program, draw general conclusions which they can take back to their positions and personal lives. This activity is the prime the trainees for the next activity.
3. If You Want My Opinion: This exercise intends to encourage honest, anonymous feedback from participants for trainer evaluation at the conclusion of the training program (Objective 3). Appendix N

Training Evaluation

Two steps will be taken in the overall evaluation of the training program. The first step will be an immediate assessment of the training and its objectives, and the second will be a long-term assessment, which will be done six weeks following the training program

The first assessment will actually consist of several mini-evaluations. These will be administered following each module, with a conclusive assessment at the end of the entire training program. These evaluations will measure the objectives of each individual module. The final assessment, at the conclusion of the training, will reassess the individual module’s objectives, as well as the overall program objectives, and gather trainees’ opinions.

The second step in the evaluation will be done a month and half following the actual training. This is to assess if the trainees have retained their knowledge and are applying it to their job. A copy of the trainee evaluation can be found in Appendix O. Upon completion of the long-term assessment form, trainees will receive a refresher (Appendix P), reviewing the main points of the training and giving tips on effective listening.

The overall goal of the evaluation is to gauge success of the training and gain the opinion of trainees who have gone through the program. The knowledge then gained from the entire evaluation process can be applied to improve the program for future clients. Not only will MC Consulting and Listen-up benefit from this evaluation, but so will trainees, as well as the clients. Knowing they will be revisited in six weeks, trainees may be more motivated to absorb knowledge and skills from the training; plus they will receive a sheet briefly reviewing the program. Clients will be pleased to know that they matter this much to MC Consulting: that Listen-up will return to make sure the training has paid off.

Conclusion

“Learning to Listen-up” is a training program with its focal point on effective listening. The market cliental potential for the program is very high due to the universality of the subject matter. Another asset to the program’s high sales potential lies in its extensive benefits, which can be customized and detailed to fit any organization’s goals and culture. The training program itself is simple and does not require great time or monetary commitments making its immediate and long-term profits irresistible.

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Trivers, S. (2002). Meet your goals with effective listening. Retrieved September 18, 2002, from WCS Training and Development Consultancy Web site: http://www.wistaston.com/WCS/art100.htm

Appendices

Appendix A – Training Agenda 17

Appendix B – Training Guide 18

Appendix C – Meet n’ Greet 26

Appendix D – Quickie Review 27

Appendix E – Communication Quickies 28

Appendix F – Listening With Interest 29

Appendix G – The I’s Have It 30

Appendix H – Hangman 31

Appendix I – Listening Skills Drawings 32

Appendix J – Empathetic Listening 33

Appendix K – Word Search 34

Appendix L – Willing Self to Listen: Can You? 35

Appendix M – Jeopardy Questions 36

Appendix N – If You Want My Opinion 38

Appendix O – Trainee Long-Term Evaluation 39

Appendix P – Trainee Refresher 41

Appendix A – Training Agenda

Learning to Listen-up

Tentative Agenda

9:00 AM Welcome to Learning to Listen-up

Listening-The Four W’s

10:00 AM Skills of an Effective Listener

12:00 PM Lunch Break

1:00 PM Styles of Listening

2:00 PM What Causes Non-Effective Listening?

3:00 PM Putting it all Together

4:00 PM Conclusion

Appendix B – Training Guide

Learning To

Listen-Up

Presented by

Listen-Up of

MC Consulting

Learning To Listen-Up

Objectives of Training

· Trainees will be able to understand and explain, in their own words, the difference between hearing a message and listening to a message.

· Second, trainees will be able to identify skills related to effective listening.

· In addition they will be able to apply these skills to better be able to recall and reiterate, in their own words, messages with a high rate of effectiveness and accuracy.

· Looking at the details of listening, trainees will be able to identify various types of listening and assigned these different styles to their appropriate situations.

· In practice, trainees will be able to skillfully demonstrate this knowledge by using the best-suited style for various situations they may be in.

· Also trainees will be able to describe and discuss the barriers of effective listening, as well as overcome these barriers within their own listening experience.

Listening – The Four W’s

Who:

When:

Where:

Why:

Hearing Vs. Listening

Hearing:

Listening:

Introduction to Skills

Attention:

Focus:

Personal motivation:

Content:

Open-minded:

Personal connection:

Clarification:

Styles of Listening

Active listening:

Empathetic language:

Evaluative Listening:

Non-judgmental listening:

Interpreting information:

Interpreting discerning language:

Barriers of Listening

Monopolizing:

Pseudo-listening:

Selective listening:

Defensive listening:

Signs of ambushing:

Literal listening:

Obstacles of effective listening:

External:

Internal:

Putting it all together

Reflection/additional notes:

Appendix C – Meet n’ Greet

Appendix D – Quickie Review

Appendix E – Communication Quickies

Appendix F – Listening With Interest

Appendix G – The I’s Have It

Appendix H – Hangman

Hangman

Basic Skills of Listening

Description: An interactive way of recalling information from the basic skills module. Trainees will try to guess the word before completing the man.

Example:

_ _ _ _ _ _ _ _ _ _

Solution: Eye Contact

Other words/phrases that may be used include: personal motivation, listen actively for main ideas and crucial details, paraphrasing, clarification, keep an open-mind
Appendix I – Listening Skills Drawings

LISTENING SKILLS DRAWINGS: You will need a piece of paper and a writing utensil for each participant. You also will need two different diagrams for each pair. Have partners sit back to back and decide who will be the “listener” and who will be the “talker” first. Each will eventually have a chance to play both roles. Give each “talker” a copy of a diagram. The Listener must sketch what they hear described, and in this round 1, is not allowed to speak or ask questions. This pair is using “one-way communication.” There will be 1-2 minutes allotted for this round, or longer if time permits. Partners compare drawings when finished to see how close they came to the original. The second round can begin and partners switch roles, still sitting back to back. The dyad together must try to improve results. In this round 2, the talker gets different diagram, and the listener can speak and ask questions. After the allotted time has passed, partners should compare results again. Then bring the two groups together to talk about the benefits of both types of communication.

Source: http://www.residentassistant.com/games/problemsolving.htm

Appendix J – Empathetic Listening

Appendix K – Word Search

Styles of Listening

 
L F S S D I W G A G Q E N X J 
E A F R F R N T N I F G O O L 
N U T V E I M I W F Q A I T I 
M S T N R I N W E E X U T U S 
E J L A E R R C C R T G A W T 
I P E E E M T R N C F N S O E 
P H C C M I G Y A J P A R K N 
I M S P V P K D O B N L E U I 
B I Z E E V A L U A T I V E N 
D H O W L L R T C J N J N U G 
A C T I V E D D H F N J O K P 
T E R P R E T N I E E O C N C 
Q F H K U R J D C O T O N G Y 
T A W F Q L O S Y O O I T R Y 
V C R A C B G Y Y A W Z C Q Z 
 
 
ACTIVE NONJUDGMENTAL
EVALUATIVE  EMPATHETIC
BARRIERS  EFFECTIVE
CONVERSATION  LANGUAGE
DISCERNING  INTERPRET
HEARING  LISTENING
 
 

Appendix L – Willing Self to Listen: Can You?

Appendix M – Jeopardy Questions

Basics

1. The physiological process of perceiving sound

(Answer: What is hearing?)

2. Who, when, where, and why

(Answer: What are the Four W’s?)

3. You exert this to listen effectively?

(Answer: What is effort?)

4. Listening demands attention, selection, organization, this, responding, and retention.

(Answer: What is interpretation?)

5. The four main reasons we listen

(Answer: What is to understand and retain information, build and maintain relationships, help others, and evaluate a message?)

Skills

1. Avoiding these helps reduce self-centered communication.

(Answer: What are first-person pronouns/language?)

2. This should have priority over the presentation style.

(Answer: What is content?)

3. Keeping an open-mind includes avoiding these.

(Answer: What are mental arguments?)

4. It is common for people to make the mistake of listening at low levels of efficiency when this is not present.

(Answer: What is interest?)

5. Finding this connection to the message increases understanding; it is also the type of motivation that improves listening.

(Answer: What is personal?)

Styles

1. This type of listening appraises the sender’s thoughts or behaviors in some way.

(Answer: What is evaluative listening?)

2. Knowing this, the other person, and yourself is important in choosing what style is most appropriate.

(Answer: What is situation?)

3. This type of language can be crucial in all styles of listening.

(Answer: What is “you” language?)

4. This type of listening is rooted in therapeutic approaches, because it attempts to reflect rather than direct others’ messages.

(Answer: What is active listening?)

5. Phrases like “Don’t worry about it,” and “Everything is going to turn out fine,” indicate a lack of this in listening.

(Answer: What is empathy?)

Barriers

1. This imitates the real thing.

(Answer: What is pseudo-listening?)

2. People who engage in this take innocent comments as personal attacks.

(Answer: What is defensive listening?)

3. People who do this typically do not spend much time actually listening, until they take a breath.

(Answer: What is monopolize?)

4. These can be internal or external, physiological or psychological.

(Answer: What listening obstacles?)

5. Unless you are talking about this type of person’s favorite subject, you might as well being talk to a tree.

(Answer: What is a selective listener?)

Scrambled Training

6. uocsf

(Answer: What is focus?)

7. rpaashrinagp

(Answer: What is paraphrasing?)

8. aeirllt nlgnitsei

(Answer: What is literal listening?)

9. pnisodgren

(Answer: What is responding?)

10. dtuinesgnadnr

(Answer: What is understanding?)

Appendix N – If You Want My Opinion

Appendix O – Trainee Long-Term Evaluation

“Learning to Listen-up”

Trainee Evaluation

1. I understand and could easily explain to another person who had not gone through the same training session as me the difference between hearing a message and listening to a message.

Strongly Agree 5 4 3 2 1 Strongly Disagree

2. I can identify skills related to effective listening.

Strongly Agree 5 4 3 2 1 Strongly Disagree

3. I apply these skills to better be able to recall and reiterate messages with a higher rate of effectiveness and accuracy.

Strongly Agree 5 4 3 2 1 Strongly Disagree

4. I can identify various types of listening and assign these different styles to appropriate situations.

Strongly Agree 5 4 3 2 1 Strongly Disagree

5. I can skillfully demonstrate this knowledge by using the best-suited style for various situations they may be in.

Strongly Agree 5 4 3 2 1 Strongly Disagree

6. I can easily describe and discuss the barriers of effective listening.

Strongly Agree 5 4 3 2 1 Strongly Disagree

7. I easily overcome these barriers within my own listening experience.

Strongly Agree 5 4 3 2 1 Strongly Disagree

8. How relevant was the training to your specific job and duties?

Extremely 5 4 3 2 1 Not at All

9. How often do you use effective listening on the job?

Everyday 5 4 3 2 1 Never

10. Did you find the training you received on effective listening useful?

Extremely 5 4 3 2 1 Not at All

11. What was the most memorable/enjoyable part of the training program?

12. What was the most crucial/beneficial concept you took away from the training?

13. What do you feel was the least valuable part of the training program?

Additional Comments:

Appendix P – Trainee Refresher

“Remembering to Listen-up”

O Listening goes beyond the simple act of hearing.

O Developing the skills of an effective listening is the first step to achieving better listening.

O Just as different audiences require different styles of presentations, different situations demand different styles of listening.

O No matter how good your listening skills, there will always be obstacles. Be ready to see these obstacles, and you are one step closer to overcoming them.

Self Evaluation

Are you letting your training pay-off?

O Do you give your full attention to the person you are listening to?

O Do you develop a personal connection to the message to gain a better understanding?

O Do you go the extra-mile to ask questions and paraphrase to make sure you are getting the right message?

O Do you listen with an open-mind to get the most out of your communication?

O Do you practice literal listening?

O Do you avoid ambushing your speak?

O Do you overcome external and internal barriers to listening?

If you answered yes to these questions, keep up the great work. Your listening skills are paying off! Remember to review your training notes and practice what you have learned.